Dennis GarlandMajor Professor: Lisa Dieker, Ph.D.University of Central FloridaSummer Term 2013Virtual Coaching of Novice S...
Virtual Coaching of Three-Term Contingency Trials toNovice Teachers in Inclusive Science ClassroomsProblem Background IV/I...
LiteratureLiterature
“Inadequacy andunpreparedness”(Katz, 1972, p. 51)Reluctant to includestudents with EBD(Mastropieri & Scruggs, 2001)Unable ...
Fail to use practicesassociated with bestoutcomes for studentswith EBD(Simpson, Peterson, & Smith, 2011)Fail to adaptinstr...
Bug-in-the-Ear TechnologyIncrease geographic area fromwhich supervision of novice teacherstakes place (Scheeler, McKinnon,...
Engaging contentfor students withEBD(Scruggs & Mastropieri, 2007)Improvepostsecondaryoutcomes(Gillies, 2008)
< 56% spend 40%or more of their dayin a general educationclassroom (USDOE, 2011)Receive 0.02- 0.16opportunities torespond ...
Fed.EHCAREIHonigv. DoeIDEA/ESEAACANoviceteachers lackclassroommanagementskillsnecessary tosupport theinclusion ofstudents ...
ResearchMultiple Baseline Across ParticipantsTau-U Analysis of Nonoverlap and TrendSocial Validity Survey
Coachingcompletionof TTCtrials.BIEFed.EHCAREIHonigv. DoeIDEA/ESEAACANoviceteachers lackclassroommanagementskillsnecessary ...
Name Grade YearsTeachingPreviousCareerAge Ethnicity TotalClassEnrollmentBehaviorManagementExperienceEliza 7 2.5 EarlyChild...
The Students
Materials
Materials
Coachingcompletionof TTCtrials.BIEFed.EHCAREIHonigv. DoeIDEA/ESEAACATeachersIncreasedOTR.Increasedfeedback.Mastery andmain...
Research Question OneWill the intervention of providingimmediate feedback delivered tonovice science teachers via BIEaffec...
Teacher Phase RatioBL 0.2:1Eliza IV 4.1:1M 5.7:1BL 0.2:1Katherine IV 7.5:1M 9.9:1BL 0.1:1Tom IV 4.5:1M 7.4:1Ratios of Teac...
Research Question TwoWill the intervention of providingimmediate feedback delivered to novicescience teachers via BIE affe...
Teacher Baseline Intervention MaintenanceEliza 1(0.27-1.53)2.01 (1.40-2.46)1.93 (1.20-2.40)5 Sessions 10 Sessions 5 Sessio...
Will the teachers maintain theirnewly learned behaviors when theintervention is removed?Research Question Three
From the Science Teachers“I have seen a HUGE improvement inbehavior from my students.”- Eliza“My students responded better...
Validity and ReliabilityCriterion Validity:Treatment Integrity Checks30% of all sessions to atleast 90% agreementContent V...
LimitationsProceduralSelection/Purposive SamplingMaturation/Prolonged BaselinesDirect ObservationalRecordingTimeVoluntary ...
Coachingcompletionof TTCtrials.BIEFed.EHCAREIHonigv. DoeIDEA/ESEAACATeachersIncreasedOTR.Increasedfeedback.Mastery andmain...
ConsiderationsVirtual coaching during laboratory activitiesSchools with similar demographicsPrepare mentor teachers to use...
Thank you for helping meto bring this to life!
Dpg  dissertation defense_06-26-13
Dpg  dissertation defense_06-26-13
Dpg  dissertation defense_06-26-13
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Dpg dissertation defense_06-26-13

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  • Tau-U= 0.8286
  • Convergent validity: type of criterion-related validity
  • Threats to validity and generalizabilityPurposiveSampling= Source Bias
  • Dpg dissertation defense_06-26-13

    1. 1. Dennis GarlandMajor Professor: Lisa Dieker, Ph.D.University of Central FloridaSummer Term 2013Virtual Coaching of Novice Science Educators toSupport Students with Emotionaland Behavioral Disorders
    2. 2. Virtual Coaching of Three-Term Contingency Trials toNovice Teachers in Inclusive Science ClassroomsProblem Background IV/Input DV/ OutcomesNoviceteachers lackclassroommanagementskillsnecessary tosupport theinclusion ofstudents withEBD inscienceclassrooms.
    3. 3. LiteratureLiterature
    4. 4. “Inadequacy andunpreparedness”(Katz, 1972, p. 51)Reluctant to includestudents with EBD(Mastropieri & Scruggs, 2001)Unable to meet the needsof general education students(Jolivette, Stichter, & McKormick, 2001)
    5. 5. Fail to use practicesassociated with bestoutcomes for studentswith EBD(Simpson, Peterson, & Smith, 2011)Fail to adaptinstruction to theneeds of their students(Baker & Zigmond, 1995)
    6. 6. Bug-in-the-Ear TechnologyIncrease geographic area fromwhich supervision of novice teacherstakes place (Scheeler, McKinnon, &Stout, 2012).Provide opportunity for immediatefeedback (Rock et al., 2009).Enable novice teachers to learndiscreetly while teaching (Scheeleret al., 2012).
    7. 7. Engaging contentfor students withEBD(Scruggs & Mastropieri, 2007)Improvepostsecondaryoutcomes(Gillies, 2008)
    8. 8. < 56% spend 40%or more of their dayin a general educationclassroom (USDOE, 2011)Receive 0.02- 0.16opportunities torespond per minutefrom their teachers(Sutherland & Wehby, 2001)
    9. 9. Fed.EHCAREIHonigv. DoeIDEA/ESEAACANoviceteachers lackclassroommanagementskillsnecessary tosupport theinclusion ofstudents withEBD inscienceclassrooms.StudentSESSocio-EmotionalBehavioralDropoutJailSchoolPBISLow ratesofinclusionforstudentswithEBD.TeacherLowrate ofOTR.Lowuse ofpraise.Using EBPwith lowfidelity.Virtual Coaching of Three-Term Contingency Trials toNovice Teachers in Inclusive Science ClassroomsProblem Background IV/Input DV/ Outcomes
    10. 10. ResearchMultiple Baseline Across ParticipantsTau-U Analysis of Nonoverlap and TrendSocial Validity Survey
    11. 11. Coachingcompletionof TTCtrials.BIEFed.EHCAREIHonigv. DoeIDEA/ESEAACANoviceteachers lackclassroommanagementskillsnecessary tosupport theinclusion ofstudents withEBD inscienceclassrooms.StudentSESSocio-EmotionalBehavioralDropoutJailSchoolPBISLow ratesofinclusionforstudentswithEBD.TeacherLowrate ofOTR.Lowuse ofpraise.Using EBPwith lowfidelity.NoviceScienceTeachersStudentswith EBDVirtual Coaching of Three-Term Contingency Trials toNovice Teachers in Inclusive Science ClassroomsProblem Background IV/Input DV/ Outcomes
    12. 12. Name Grade YearsTeachingPreviousCareerAge Ethnicity TotalClassEnrollmentBehaviorManagementExperienceEliza 7 2.5 EarlyChildhoodTeacher29 Caucasian 23 NoneKatherine 9 .5 AthleticTrainer24 Caucasian 24 NoneTom 6 .5 Biologist 24 AfricanAmerican23 NoneThe Teachers
    13. 13. The Students
    14. 14. Materials
    15. 15. Materials
    16. 16. Coachingcompletionof TTCtrials.BIEFed.EHCAREIHonigv. DoeIDEA/ESEAACATeachersIncreasedOTR.Increasedfeedback.Mastery andmaintenanceof EBP.Noviceteachers lackclassroommanagementskillsnecessary tosupport theinclusion ofstudents withEBD inscienceclassrooms.StudentSESSocio-EmotionalBehavioralDropoutJailSchoolPBISLow ratesofinclusionforstudentswithEBD.TeacherLowrate ofOTR.Lowuse ofpraise.Using EBPwith lowfidelity.NoviceScienceTeachersStudentswith EBDStudentsIncreasedcorrectresponses.Reducedmaladaptivebehaviors.Virtual Coaching of Three-Term Contingency Trials toNovice Teachers in Inclusive Science ClassroomsProblem Background IV/Input DV/ Outcomes
    17. 17. Research Question OneWill the intervention of providingimmediate feedback delivered tonovice science teachers via BIEaffect the percentage of completedTTC trials?
    18. 18. Teacher Phase RatioBL 0.2:1Eliza IV 4.1:1M 5.7:1BL 0.2:1Katherine IV 7.5:1M 9.9:1BL 0.1:1Tom IV 4.5:1M 7.4:1Ratios of Teachers’ Use ofPraise to Error Correction
    19. 19. Research Question TwoWill the intervention of providingimmediate feedback delivered to novicescience teachers via BIE affect the rateof correct student answers?
    20. 20. Teacher Baseline Intervention MaintenanceEliza 1(0.27-1.53)2.01 (1.40-2.46)1.93 (1.20-2.40)5 Sessions 10 Sessions 5 SessionsKatherine 1.37 (0.60-2.00)2.02 (1.07-2.67)1.89 (1.07-2.40)5 Sessions 10 Sessions 5 SessionsTom 1.01(0.60-1.53)1.74(1.07-2.73)1.88(1.33-2.60)5 Sessions 10 Sessions 5 SessionsAverageacrossParticipants1.23 (0.27-2.00)22 Sessions1.92(1.07- 2.73)30 Sessions1.90(1.07- 2.60)15 SessionsMean Rate Per Minute of Correct StudentResponses across Teachers and Conditions
    21. 21. Will the teachers maintain theirnewly learned behaviors when theintervention is removed?Research Question Three
    22. 22. From the Science Teachers“I have seen a HUGE improvement inbehavior from my students.”- Eliza“My students responded betterwhen I was given cues.”- Katherine“I did find that they responded better whenthey got praised for following directions andwhen I was more positive with them.”- Tom
    23. 23. Validity and ReliabilityCriterion Validity:Treatment Integrity Checks30% of all sessions to atleast 90% agreementContent Validity:Inter-Observer Agreement30% of all sessions to atleast 90% agreementInstrumentation:Data CollectionFidelity of TreatmentBL and IV protocolsSocial Validity allValidated by expert inTTC trials
    24. 24. LimitationsProceduralSelection/Purposive SamplingMaturation/Prolonged BaselinesDirect ObservationalRecordingTimeVoluntary Response onSocial Validity InstrumentParticipantNo Knowledge of IEPsHistoryHawthorne EffectTechnology Proficiency
    25. 25. Coachingcompletionof TTCtrials.BIEFed.EHCAREIHonigv. DoeIDEA/ESEAACATeachersIncreasedOTR.Increasedfeedback.Mastery andmaintenanceof EBP.Noviceteachers lackclassroommanagementskillsnecessary tosupport theinclusion ofstudents withEBD inscienceclassrooms.StudentSESSocio-EmotionalBehavioralDropoutJailSchoolPBISLow ratesofinclusionforstudentswithEBD.TeacherLowrate ofOTR.Lowuse ofpraise.Using EBPwith lowfidelity.NoviceScienceTeachersStudentswith EBDStudentsIncreasedcorrectresponses.Reducedmaladaptivebehaviors.Virtual Coaching of Three-Term Contingency Trials toNovice Teachers in Inclusive Science ClassroomsProblem Background IV/Input DV/ OutcomesEmployment of soundmethods and innovativetechnologies.Implementation of evidence-based practices amongnovice teachers.Extension of extantresearch to inclusivescience classrooms.
    26. 26. ConsiderationsVirtual coaching during laboratory activitiesSchools with similar demographicsPrepare mentor teachers to use BIEVirtual coaching of helpful teaching behaviors
    27. 27. Thank you for helping meto bring this to life!

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